[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-642230-105":3,"doc-detail-642230-en":79,"detail-sidebar-cat-0-en-105":96},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":72,"head_meta":74,"extra_data":76,"updated_unix":78},105,"en","appendix-1-review-methodology","Appendix 1 - Review methodology","","Appendix 1 presents a review methodology for identifying teacher competencies and classroom-environment proxies that are “best bets” to improve teaching impact and student learning. The approach focuses on two research questions: which competencies are learnable and predictive of student learning, and which real-time measures can serve as valid immediate indicators. It outlines threats to validity (comprehensiveness and bias) and describes a rapid umbrella review of existing reviews plus targeted searches and citation-chaining to extract and evaluate relevant evidence.",{"@graph":14,"@context":71},[15,34,54],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/appendix-1-review-methodology/642230/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":48,"encodingFormat":47,"isAccessibleForFree":49,"interactionStatistic":50},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/appendix-1-review-methodology/642230.png","ImageObject",300,407,{"name":42,"@type":43},"Olivia Brown","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-23",true,{"@type":51,"interactionType":52,"userInteractionCount":4},"InteractionCounter",{"@type":53},"ViewAction",{"@type":55,"mainEntity":56},"FAQPage",[57,63,67],{"name":58,"@type":59,"acceptedAnswer":60},"What does the review methodology aim to determine about teacher competencies?","Question",{"text":61,"@type":62},"It identifies which teacher competencies are best bets to learn for improving teaching impact and examines how these competencies are measured, their predictive value for student learning, dependencies among competencies, and whether deliberate improvement attempts lead to greater learning.","Answer",{"name":64,"@type":59,"acceptedAnswer":65},"What classroom-environment proxies does the review consider?",{"text":66,"@type":62},"It considers specific, real-time measures of classroom environment quality that may act as timely proxies for student learning, including evidence supporting their validity and whether feedback to teachers based on these indicators improves teaching.",{"name":68,"@type":59,"acceptedAnswer":69},"How did the researchers identify relevant studies?",{"text":70,"@type":62},"They used two main approaches: starting with known key reviews and applying backward and forward citation searches and overlapping-article search, and running additional keyword/topic searches in Web of Science, ERIC, and Google Scholar using predefined query strings.","https://schema.org",{"og:url":32,"og:type":73,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":75,"canonical":32},"index,follow",{"doc_id":77,"site_id":7},642230,1792721659,{"code":4,"msg":80,"data":81},"success",{"doc_id":77,"user_id":82,"nickname":42,"user_avatar":83,"doc_module":4,"category_id":84,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":85,"file_id":86,"file_url":87,"file_type":88,"file_size":89,"view_count":4,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":90,"language":91,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":92,"faqs":93,"seo_title":94,"seo_description":12,"update_tm":78,"read_time":95},16904993612988,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd",8,"Appendix 1:  \nReview methodology  \nResearch questions  \nThis is a review of existing evidence about what teacher competencies (i.e., teacher behaviours, skills, knowledge, beliefs or other abilities) are ‘best bets’ to be worth learning in order to improve the impact of teaching. As well as these teacher competencies, we are also interested in evidence about environmental proxies that may provide a valid and timely indicator of the quality of student learning taking place in a classroom. For example, if research showed that relationships of trust and respect between students and teachers were predictive of more learning, and that feeding back an indicator of the quality of those relationships could help to improve them, then we might want to include this in our model, even though it is not directly capturing a specific teacher behaviour.  \n1. What teacher competencies (i.e., teacher behaviours, skills, knowledge, attitudes, beliefs or other abilities) are ‘best bets’ for a teacher to try to learn in order to improve the impact of their teaching?  \na. How have these competencies been captured in existing studies?(Are there adequately reliable and valid measures?)  \nb. Are they predictive of student learning? What kinds of relationships have been sought/found (e.g., linear, non-linear or threshold effects)?  \nc. What do we know about the dependencies among different competencies? Do they interact or depend on each other?  \nd. Is there evidence these competencies can be learnt?  \ne. Is there evidence that deliberate attempts to improve the competency lead to greater student learning?  \n2. What kinds of specific, real-time measures of the quality of a classroom environment may be useful, immediate proxies for the student learning that is occurring?  \na. What evidence supports their use as valid indicators of classroom quality?  \nb. Is there evidence that feedback to teachers based on these indicators can help them to improve?  \nGreat Teaching Toolkit Evidence Review | 42  \nOverview of approach  \nThe literature that could potentially be relevant to both these questions is sobig and diverse that to attempt a comprehensive, systematic review would bea colossal task. We certainly did not have the time and resource for such a project, and it is debatable whether this would be time well spent.  \nNevertheless, any review of this kind must address two kinds of threats:  \n• Comprehensiveness: How do we know we have included everything that is relevant? Have we missed or excluded things that should have been considered or included?  \n• Bias: Might we have emphasised or favoured perspectives or studies that offer a narrow or particular view, perhaps at the expense of other viewpoints?  \nOur approach was to conduct a rapid ‘umbrella’ review (i.e., a review of existing reviews), though in many cases we also reviewed the original studies directly, and our searches generated valuable individual studies as well as reviews. From these studies and reviews we extracted a list of the different teacher competencies that have been cited as related to student learning and the environmental proxies that have been claimed as indicators of classroom quality. For each of these elements we evaluated the quality and relevance of evidence supporting its inclusion in a model of ‘What is worth learning for teachers?’.  \nGreat Teaching Toolkit Evidence Review | 43  \nIdentifying relevant studies  \nWe used two main approaches to identifying studies: using known reviews and additional systematic search.  \nExisting known reviews provide a good place to start in a rapid evidence synthesis. Once we had a list of key reviews, we were able to use backwards (studies they cite) and forwards (later studies that cite them) citation search and related articles search (i.e., studies whose citations overlap) . Our starting list included both research reviews and existing frameworks.  \n1. Reviews:  \na. What makes great teaching? Review of the underpinning research (Coe et al., 2","cbCaibdK6dl9F0it","https://ap.wps.com/l/cbCaibdK6dl9F0it","pdf",175964,31,"English","# Review methodology\n## Research questions\n## Overview of approach\n## Identifying relevant studies\n## Extracting information","[{\"question\":\"What does the review methodology aim to determine about teacher competencies?\",\"answer\":\"It identifies which teacher competencies are best bets to learn for improving teaching impact and examines how these competencies are measured, their predictive value for student learning, dependencies among competencies, and whether deliberate improvement attempts lead to greater learning.\"},{\"question\":\"What classroom-environment proxies does the review consider?\",\"answer\":\"It considers specific, real-time measures of classroom environment quality that may act as timely proxies for student learning, including evidence supporting their validity and whether feedback to teachers based on these indicators improves teaching.\"},{\"question\":\"How did the researchers identify relevant studies?\",\"answer\":\"They used two main approaches: starting with known key reviews and applying backward and forward citation searches and overlapping-article search, and running additional keyword/topic searches in Web of Science, ERIC, and Google Scholar using predefined query strings.\"}]","Appendix 1 - Review methodology | PDF",78,{"code":4,"msg":80,"data":97},[98,102,106,110,115,120,125,128,133,136,140],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":99,"show_sort_weight":100,"slug":101},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Exam",70,"exam",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":112,"show_sort_weight":113,"slug":114},5,"Comic",60,"comic",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":117,"show_sort_weight":118,"slug":119},6,"Technology",50,"technology",{"id":121,"doc_module":4,"doc_module_name":25,"category_name":122,"show_sort_weight":123,"slug":124},7,"Healthcare",40,"healthcare",{"id":84,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":126,"slug":127},30,"research-report",{"id":129,"doc_module":4,"doc_module_name":25,"category_name":130,"show_sort_weight":131,"slug":132},9,"Religion & Spirituality",20,"religion-spirituality",{"id":131,"doc_module":4,"doc_module_name":25,"category_name":134,"show_sort_weight":131,"slug":135},"World Cup","world-cup",{"id":137,"doc_module":4,"doc_module_name":25,"category_name":138,"show_sort_weight":137,"slug":139},10,"Lifestyle","lifestyle",{"id":141,"doc_module":4,"doc_module_name":25,"category_name":142,"show_sort_weight":111,"slug":143},19,"General","general"]